USA > Massachusetts > Worcester County > Worcester > Town annual reports of the several departments for the fiscal year ending December 31, 1862-1866 > Part 17
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Another improvement imperatively called for is the rejection from this grade of the study of geography. Studying geog- raphy before learning to read is like studying algebra before learning to count. It is a prodigal waste of time and a useless expenditure of mental energy. The time spent in the primary schools is not more than ought to be exclusively given to ele- mentary reading and spelling and to the simplest combinations of numbers.
SECONDARY SCHOOLS.
In no respect do these school's materially differ from what they were at the date of our last report, except that one has been added to their number. There is a fair prospect that, on the completion of the houses now in process of erection, those schools, which for five years have annually migrated from one part of the city to another as the pressure for room in each lo- cality has become urgent, will find the rest for which they have so long and so vainly sought, and that every school of the grade will then occupy a commodious and pleasant room in a locality convenient to the homes of the pupils.
GRAMMAR SCHOOLS,-LOWER GRADE.
Several changes have taken place in this grade. The need of a new school and the want of a room in which to organize it induced the city government to offer to the school committee a very pleasant and convenient room in the basement of the pub-
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lic library building for a school of one sex. The committee gratefully accepted the offer and at an expense of less than three hundred dollars made one of the best school rooms in the city, and organized in it a grammar school for girls.
Another was organized in the basement room of the Pleasant street house which, though open to both sexes, is attended almost wholly by boys.
The desire to improve one of the schools in Thomas street has led the committee to make several changes there, not how- ever without due deliberation and the full consciousness that change is not always improvement. If the advantages antici_ pated do not follow the committee's action, it will not be a sin- gular event in the history of that school and it will furnish an additional example illustrative of the truth of Burns' quaint verse :
" But, Mousie, thou art no thy lane, In proving foresight may be vain; The best laid schemes o' mice an' men Gang aft a-gley, And lea'e us nought but grief and pain For promised joy."
GRAMMAR SCHOOLS,-UPPER GRADE.
Another school of this grade ought to have been organized in the south part of the city last spring, but the want of room forced the committee to make one school nearly twice as large as it ought to be.
Nearly two-thirds of all the pupils in this grade live south of Pleasant and Front streets. Only by the erection of another house will it be possible to supply the pressing necessity of that section of the city. After completing the prescribed course in this grade, the pupils either procecd directly to the high school or enter at once upon the business or labor to which they pro- pose to devote their energies for life.
In no grade of schools and at no period of life is more done towards the formation of character, in acquiring permanent mental and moral habits, in completing the transition from boy- hood and girlhood into manhood and womanhood than here. This fact alone furnishes a sufficient motive to make the schools
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both intellectually and morally, as perfect as possible. No hon- orable incentive to praiseworthy effort should be withheld, and no possible safe-guard should be overlooked or neglected.
CLASSICAL AND ENGLISH HIGH SCHOOL.
The chairman of the committee on this school, Rev. R. R. Shippen, furnishes the following report of its history for the year.
Since the best machinery generally makes the least noise, the prosperity of our high school may be partially inferred from the fact that it quietly performs its functions without attracting public attention by any disturbing cause.
During the year one change has occurred in the corps of teachers. The assistant principal, J. K. Lombard, who was winning the increased respect and affection of his pupils, has left our city for another field of work, carrying with him the best wishes of the committee and their confidence as a consci- entious and devoted teacher. His place has been supplied by the appointment of Joseph Shippen, a graduate of Harvard college of the class of 1860.
The number of pupils and average attendance, as shown by the appendix, have been greater than ever. The prize medal committee, after a rigorous examination, bear testimony to the general good scholarship maintained in the several classes. Two graduates of the last class entered Yale college successfully without conditions.
The teachers have been faithfully working to improve the general order and condition of the school. We trust they will not relax their efforts. We would not sacrifice the friendly relations of teachers and pupils for any harsli methods of rigid military discipline. Yet the subordinate relation of the pupil and the duty of prompt obedience and due deference should be remembered and maintained. Regularity, promptness and pre- cision in time and method, even though savoring of irksome routine, are of the utmost importance. It is feared that too frequent examinations and exhibitions, with the necessary prep- arations have interfered too much with the regular course of
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study. Too many recitations are sacrified. It is not the show of examination day but the persistent daily work that produces and shows the fruit. Against " the spasm of energy let there be offset the continuity of drill." All the exercises of the school should occur with the punctuality and precision of the sul.
The teachers, satisfied of the failure of the self reporting sys- tem, voluntarily abandoned it, thus anticipating an order of the board rejecting it from all the schools of the city. Theoreti- cally this system is an appeal to the honor and truthfulness of the scholars, and is supposed to cultivate the conscience and strengthen the virtues of veracity and frankness. Practically, the reverse is found true. It presumes too much upon the moral strength of the young, and subjects them to a test which few adult persons would successfully bear. However sensitive and faithful, their moral faculties are yet weak, and their con- science not strengthened to withstand too great a temptation. When therefore the most unscrupulous, by fraudulent reports, take superior rank and appear as well as those perfect in deport- ment and scholarship, the temptation to falsehood becomes great. One successful deception leads others to try the same. They are impelled to it for self-defence that they may not suffer in the comparison. Especially is this true, when to all ordinary motives is added the stimulus of the prize medals, for whose assignment the school rank is taken together with the special examination. Surely there are temptations enough to exercise the virtue of the young without adding to them any that are factitious and needless. Better far have no record of rank than that the better nature of any should suffer.
Nor is this all. Teachers feel themselves relieved of the re- sponsibility for the order and good government of the school, and instead of exercising careful supervision shift the burden to the pupils conscience. The young pupil is left to place his own estimate upon misdemeanors committed and to be the sole judge of the magnitude of his own guilt. The line is shadowy and difficult to draw. The scholar naturally favors himself. Sometimes memory is at fault. Thus there is constant tendency
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to lower the standard. Unconsciously he becomes lax and easy. Without intending to report falsely the habit of prevarication and concealment readily grows till the keen sense of right and truth is preserved by the few and blunted in the many who fall away and degenerate. This is believed to be the common re- sult. The system is condemned by many of the best and most experienced teachers, and has been rejected from many of the schools where once tried. The children of our city are in this respect no worse than those elsewhere. Yet our want of confi- dence in the reports thus given compels us to say that so far as the rank and medals are based upon them, they are so vitiated as to be practically worthless. We are glad that the system is rejected, and believe that the careful supervision of the teachers will secure better order, while silent confidence in the scholar's honor and veracity, without too severely testing them, will be a sufficient appeal and exercise for their culture.
For two years the attention of committee and teachers has been carefully directed to the course of study and its results. The course too extended, and nominally embracing studies that were never pursued, was so abridged and classified as to follow a natural order. It is folly for a high school to attempt too many things and aspire to rival the college .- Better far accomplish a little thoroughly than to pass super- ficially over a more showy or high sounding list of studies. Finding some text-books in use which were designed for college classes, older and more advanced than any of our pupils, more elementary ones were substituted. It is better to master what- ever is touched than to labor fruitlessly over books beyond their present comprehension, and to advance by regular steps, than to leap at heights which cannot be suddenly scaled. There is sad lack of simplicity in our text-books, generally prepared by devotees in love with their specialty. All possible minutiæ and details are crowded into them, and they become encyclopedias for reference instead of compact and elementary treatises for beginners. The memory is surfeited and the pupil lost in the wilderness. Information without mental vigor to use it is worthless lumber in the brain. Training should be the first aim
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as it is the better part of education. The acquisition of infor- mation and memory of facts should be subordinate to force and facility of thinking, clear sight and firm grasp of principles. Compact, well arranged, carefully worded, elementary text- books, thoroughly mastered, would be a great improvement over the crammed and cumbersome treatises, superficially studied and poorly comprehended.
For the fourth year a normal course was arranged for girls giving systematic and thorough review of geography, arithmetic and grammar, with special reference to teaching. The results thus far witnessed have been highly gratifying. The opportu- nity has been eagerly accepted and the class has been large and earnestly interested. A number of the graduates have appeared before the examining committee of the board, in competition with experienced' teachers, and have acquitted themselves in a manner creditable to the school and honorable to themselves. Several of these are now teaching in the city with marked suc- cess. Weighing experience, attainments and natural gifts as equitably as possible, the committee give preference, other things being equal, to those educated in our own schools. It is hoped that thus added stimulus will be given to the ambition of pupils while the standard of scholarship is elevated among teachers.
A commercial course for the same year was arranged for the boys, embracing studies of immediate utility in business pur- suits. This course also has found favor and promises excellent results. Although no man can become an accomplished ac- countant without experience in real business, still here as in all professions theoretical knowledge is the best preparation for speedy acquisition of the teachings of experience.
A finished style of penmanship, familiarity with accounts and business forms, and acquaintance with principles and methods, although not to be acquired in the high school suffi- ciently to fit a boy to assume at once a post of great difficulty and responsibility, certainly prepares him for more rapid ad- vancement to the higher branches of business. The favor with which commercial colleges are received in our principal cities
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indicates the need that has been felt in this direction. Our high school which affords the sole opportunity of the kind to so many boys, should certainly supply the elementary knowledge of book-keeping which every man in whatever calling requires. The class in the United States Constitution, committing that document to memory, and using an elementary text-book for commentary, has shown an interest in the study and a compre- hension of it beyond the committee's expectation. Few of the voters in our land to-day understand so well and can dis- cuss so intelligently as these boys, the organization of our gov- ernment and the functions and limits of its different depart- ments. To this study has recently been added that of political economy. Although the rapid march of events, with new and unexpected developments render this peculiarly an unsettled science, in whose doctrines experts are by no means agreed and the wisest are often at fault, still it is one whose topics, labor and capital, tariff and taxes, commerce and manufactures start problems that demand the attention of every patriot. Without indoctrinating pupils into the dogmas of any party, much will be gained if they only fairly see what are the problems that perplex and divide honest men, and what are some of the prac- tical bearings and applications of accepted principles. Scarcely any study can be named more immediately useful than this in preparing boys for the duties of society and country in these troublous times.
The course having been re-arranged according to the best judgment of teachers and committee, it is of the utmost impor- tance that it be considered fixed and all pupils be required to adhere to it. After careful comparison with the course of study adopted in the principal academies and high schools of our chief cities, rejecting all that seemed too abstruse and pecu- liar and specially to be desired only by the select few, we be- lieve it now contains nothing superfluous. It forms but the general ground-work of education, containing no more than is needed by all who can afford to spend four years in the school.
Hitherto the committee has not felt authorized to enforce this regularity. The authority to choose a child's studies
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seemed to reside with the parent ; yet in fact the children are usually left to choose for themselves, according to their fancy, their ambition, or their idleness. Notwithstanding the regular and carefully prescribed course, too wide a latitude of selection has been permitted. And the irregularity in this respect has been one chief obstacle to the highest scholarship and success.
Pupils have been allowed to omit studies that seemed to them distasteful, or to anticipate other studies more advanced than their position and enter upon them prematurely. They have been permitted immediately after the first year to enter upon the normal or commercial course. This is fatal to the best re- sult. The immature and poorly prepared scholars cannot keep pace or derive equal advantage from these studies with those who have spent three years in the school, who have completed all the preceding regular studies, and whose minds are by so much more disciplined. Surely the scholarship in these two courses should not be thus degraded, but should be held to the highest mark, and the diplomas be given only to those who have completed the full course and should mean all that they imply.
Nor is this all. Irregularity breaks up the orderly method which the school should follow. It prevents class attachments which are worth much for school discipline as well as for the enjoyment of friendship. Finding themselves isolated, scholars lose interest, lose the stimulus of healthful emulation and too readily leave the school. Greater regularity would without doubt tend to retain a much larger number through the entire course.
Before pursuing a study how can the pupils judge of its in- terest and utility ? When urged to it, they are often surprised at the unexpected satisfaction it affords. And when persuaded by teachers to pursue the regular course, though at first re- luctant, they generally rejoice at the result and express pro- found gratitude for it, Why then should the ignorant prejudice of a child's like or dislike outweigh the judgment of experienced educators? Especially since the irregularity of the few is detri- mental to the welfare of the many, the school's prosperity should not be sacrified to their whims. This irregularity would
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not be tolerated at West Point or Harvard, nor is it allowed in our own schools of lower grade. Why should it be suffered to injure the high school? To meet the requirements of the existing diversity of sentiment concerning the utility of the classics, every pupil may choose at the start between the Eng- lish and classical courses, or in the English course may elect Latin instead of English literature. This seems sufficient free- dom. Except in extraordinary cases where ill health or other sufficient and satisfactory reason is assigned, all should be ex- pected to adhere to the prescribed order.
We are glad that one suggestion of last year's report is about to be carried out in an improvement in the building, supplying the much needed dressing room for the girls, and another for the boys. During the year the American Cyclopedia and four of Guyot's admirable wall maps of physical geography have been added to the school library and apparatus. They are proving of excellent service. Moore's Rebellion Record would also be of great utility both for teachers and pupils, as the most authoritative history of our times, a book for reference and a treasury of spirited specches. Until some generous friend of the school shall endow it for the purpose so that it shall have an annual fund to draw from, at least one hundred dollars a year should be voted by the board, to be used by superintendent and committee for books and apparatus.
The committee would express special satisfaction with the instruction and progress made by the pupils in drawing. Since the introduction of a new music book the school has engaged with great spirit in singing and are already making swift pro- gress in this department.
A soldier's aid society has been formed, to be under the di- rection of the teachers, and not to interfere with school hours or duties. The scholars have enlisted with enthusiasm in the noble work of relieving our sick and wounded soldiers, and have already made generous contributions in money and ma- terial, time and labor. The school has done its fair part in send- ing volunteers to the field in patriotic response to the call of our country. Several young men have left the recitation room
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and heroically gone forth. Their names will form a roll of honor of which the school will have reason to be proud.
The committee would in conclusion express their belief that the school is improving in all its departments and is entitled to and should command the confidence and generous appreciation of the citizens of Worcester.
THE BULLOCK MEDALS.
The Bullock Medals were first awarded at the annual exami- nation in the year 1860. The names of the medal scholars for each year are here appended.
1860.
Caroline A. Ballord,
'Edward L. Barnard,
Henry H. Chamberlain, Fannie W. Cummings, William H. Drury, John F. Dryden, Maria S. Eaton,
Emma L. Metcalf, Fannie E. Mills,
Sara A. Moore, Amelia Nixon,
Mary F. Sargent, Abbie C. Smith,
Hattie A. Smith,
Helen A. Wilder,
Job Williams,
Joanna C. Woodbury.
1861.
Caroline Barnard,
Mary A. Harrington,
Isabella A. Chase,
Henry P. Holmes,
Henry B. O'Reilly, Frederick S. Pratt,
Mary G. B. Wheeler,
Miriam B. Whiton,
Joanna C. Woodbury,
George D. Woodbury.
1862.
Anna E. Aldrich,
Lizzie E. Goodwin,
Charles S. Hall,
Esther M. Harrington,
M. Louise Jenks, Preston D. Jones, Mary A. Metcalf, Emma S. Morse,
John W. Partridge, Julia A. Rockwood, Lillian Sanderson, Dexter Tiffany, Mary F. Wentworth, Mary G. B. Wheeler.
1863.
Eddie H. Greenleaf,
Charles S. Hall, Vashtie E. Hapgood, Mary A. Harrington, William A. Harrington, John W. Partridge, Mary E. Partridge,
Louise V. Palmer, Minnie Palmer, Lillian Sanderson, L. Delevan Thayer, Carrie P. Townsend, Mary H. Warren.
Fannie W. Cummings,
Minna S. Fitch, Mary E. Greene, Loise P. Grosvenor, Charles S. Hall,
Claudius M. Jones, Albert E. Lamb, Frances M. Lincoln, Alma Morse, Emma S. Morse,
Caroline Barnard, Isabella_1. Chase, Fanny H. Coe, F. R. Firth, Mary E. Farley, Eliza F. Forbes,
Linnie M. Allen, M. S. J. Burke, Walter R. Bynner, Frank R. Firth, Minna S. Fitch, Sarah E. Goddard, Loise P. Grosvenor,
Mary E. Estabrook, Mary T. Magennis, Julia M. Martin,
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THE REPORT OF THE JUDGES TO AWARD THE BULLOCK PRIZES FOR THE YEAR 1863.
The board of judges appointed to award the Bullock Prize Medals have attended to that duty and report as follows :
No important innovation upon the practice of our predeces- sors has been deemed necessary, and the examinations and awards have been, made in nearly the same manner as in former years.
In the departments of declamation and reading, a public oral examination has been held as the only available and proper mode of ascertaining the merits of the competitors.
In the department of composition, the award has been made from a careful examination and comparison of the specimens submitted.
The greatest departure from precedent has been in the de- partment of drawing, where instead of elaborate fancy speci- mens, we have examined only those made in the space of two hours from a group of objects selected by ourselves and placed before the class.
In all the other departments printed questions have been used ; two hours have been allowed for each set, and no assist- ance from books or other sources permitted. The written answers to these questions have been collected and marked, the results compared with the annual average as shown by the school registers, and the standing of each pupil based upon a mean between the two.
These questions were prepared by the judges with reference to the ground passed over by the several classes, and not seen by the teachers before they were submitted to the pupils ; and to guard against the possibility of a suspicion of favoritism, in all the departments, except declamation and reading, the papers submitted to us for examination were marked with numbers, and the corresponding names were not furnished us till after all the awards had been made.
The examinations were conducted wholly by the board, one of the number, at least, having been present at all times.
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How far it is proper for us to criticise the school seems not to be well settled ; but we may be permitted to say that in all those particulars which give character to a school it appeared well. The competition for the prizes was earnest and well sus- tained, with a difference in favor of the more advanced classes, among which those in Latin, English literature, physical geog- raphy and astronomy, should be particularly mentioned as hav- ing done themselves credit.
An exception to this remark demands notice. In the class in algebra, which contains seventy-three pupils, many acquitted themselves honorably ; ten of the number, however, failed to answer a single question correctly, or to give the slightest evi- dence of any knowledge of the subject. The class has been well taught. The questions were not difficult; only two of them were beyond the range of study of the least advanced portion of the class; and one name from this division is among those honorably mentioned for high standing in the class.
We dismiss the subject with the suggestion, that it may be a proper question for the consideration of our successors, whether the names of pupils who fail ignominiously in any department should not be reported.
The number of pupils who have a perfect record in deport- , ment is so large as to render it impossible this year, as it was last, to make any award on that merit alone. Additional rea- sons will be given in another place for the distribution of the four medals assigned to this department.
The following is the award of the Bullock Prize Medals :
CLASSICAL STUDIES. John W. Partridge, Frank R. Firth, Minna S. Fitch, Walter R. Bynner.
MATHEMATICS. Charles S. Hall, Linnie M. Allen, Minnie Palmer, Lillian Sanderson.
ENGLISH LITERATURE. Mary A. Harrington.
NATURAL PHILOSOPHY. L. Delevan Thayer.
CHEMISTRY. William A. Harrington.
ASTRONOMY. Mary H. Warren.
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FRENCH. Loise P. Grosvenor.
COMPOSITION. Vashtie E. Hapgood.
READING. Louise V. Palmer.
DECLAMATION. M. S. J. Burke.
DEPORTMENT. Mary E. Partridge, Eddie H. Greenleaf, Sarah E. Goddard, Carrie P. Townsend.
The first and second of these, in addition to the merit of ex- cellence in deportment, stand highest in physical geography and drawing respectively ; and the third and fourth come very near the medals in reading and algebra respectively.
Honorable mention should be made of the following names, for high standing in departments in which they have. not ob- tained medals.
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